Browse the AERO collection

Knowing how students learn helps you apply teaching practices well, by understanding why some practices are more effective than others. This article focuses on techniques and strategies that improve outcomes for students.

This commissioned report provides an overview of the evidence underpinning a knowledge-rich curriculum and outlines the key design features and enablers to effectively enact a knowledge-rich curriculum in schools.

This practice guide will help teachers teach and model self-regulated learning strategies students can apply to ensure the efficiency and effectiveness of their learning.

This practice guide will help teachers explain, demonstrate and model learning content explicitly in ways that manage cognitive load to support students with building foundational knowledge before they practise independently.

This practice guide will help teachers understand the ways rules and routines support learning and how to equip students with the skills to participate in routines that support their learning.

This practice guide will help teachers check that students understand and can apply new knowledge and skills, and give additional instruction, guidance or feedback where necessary.

This practice guide will help teachers create, explain and use well-informed learning objectives and success criteria and activate students’ prior knowledge.

This project identifies trends, challenges and opportunities in education datasets and generates actionable insights that can support improved outcomes in schools and ECEC services.

This explainer provides an introduction to explicit instruction, with a focus on explaining how it contributes to positive outcomes for students’ learning achievement and dispositions.

This paper highlights the impact aligning teaching practices with how students learn has on educational outcomes. It underscores the importance of evidence-based practices that enhance learning for all students.

This explainer provides an introduction to the role of knowledge in learning, implications for effective teaching, and describes how building background knowledge facilitates higher-order thinking and learning outcomes.